Research participants were asked to complete the 62 item AEBLS, the Leisure Boredom (LBS) (Iso-Ahola & Weissigner, 1987), and questions focusing on school bonding and substance use (Durrant, 1986).
A t-test was conducted to test the significance of the difference between AEBLS means of the high- and low-risk samples ([H.
The AEBLS mean score for the low-risk group was 167.
Consistent with the stated hypotheses, a significant, positive correlation was found between AEBLS scores and school bonding (r = .
In order to further examine evidence of construct validity of inferences that can be drawn from AEBLS scores, the relationship between AEBLS scores and evaluation of two different recreation types, sensory and cortical, was studied.
The AEBLS and an instrument based on the semantic differential method (Osgood, Suci, & Tannenbaum, 1961) were used in Study 2.
The AEBLS and the semantic differential scales were organized into a single packet.
Cronbach's alpha reliability estimate for the AEBLS in Study 2 was .
Hypotheses related to the reliability and validity of the inferences of the AEBLS were tested in two studies.
The evidence supporting the validity of inferences of the AEBLS suggests that the Aristotelian ethical construct represents a meaningful factor in the lives and development of adolescents.
Low-risk adolescents scored significantly higher on the AEBLS than did high-risk adolescents.
Adolescents who scored higher on the AEBLS were less likely to perceive leisure as boring.